Instructional Design Book 4 Semester: Empathy, Ethics and Professionalism 2

Instructional Design Book
4th Semester
EMPATHY, ETHICS AND

PROFESSIONALISM 2
MODULE
MEDICAL EDUCATION UNIT

INTERNATIONAL CLASS PROGRAM
FACULTY OF MEDICINE UNIVERSITY OF INDONESIA
Academic year 2017-2018
Copy right 2016 by Faculty of Medicine Universitas Indonesia
All rights reserved. This book or any parts thereof may not be used or reproduced in any manner
without written permissions from the writer/publisher.
Printed in Jakarta, Indonesia
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Dilarang mengutip, menyalin, mencetak dan memperbanyak isi buku dengan cara apapun tanpa izin
tertulis dari penulis/penerbit.
Dicetak di Jakarta, Indonesia.
Instructional Design Book, EPP Module 4th Semester, 2

FMUI, academic year 20165-20176
TABLE OF CONTENTS
PREFACE...........................................................................................................................................4
INTRODUCTION................................................................................................................................5
STUDENT CHARACTERISTICS.............................................................................................................6
LEARNING OBJECTIVES.....................................................................................................................7
SCOPE OF STUDY..............................................................................................................................8
REFERENCES....................................................................................................................................9
LEARNING METHODS....................................................................................................................10
DESCRIPTION OF LEARNING METHODS.........................................................................................10
MATRIX OF ACTIVITIES..................................................................................................................13
SCS CALCULATION.........................................................................................................................14
HUMAN RESOURCES.....................................................................................................................14
EQUIPMENT & FACILITES..............................................................................................................15
BUDGET.......................................................................................................................................16
EVALUATION..................................................................................................................................18
APPENDIXES.................................................................................................................................20

PREFACE
Over the years, medical education have undergone many important changes that have always been
aimed toward better human resources and excellent patient care. Early in the days, teaching of
medicine was not as structured as medical education nowadays. The early concept was merely
sharing knowledge by apprenticement. Such method did not only jeopardize the way the knowledge
being shared, but also there was no close-to-objective measure as to whether the knowledge nor
skill were sufficient to treat a patient. After a while the concept of medical education have shifted to
a more structured design with an array of approach/method. The sharing of knowledge were mostly
done through lectures where teacher becomes the center of learning, instead of the student as
subject. Nowadays, the student gradually become the center of learning and subject of teaching.
The teaching of content have also been changed recently. Before, the knowledge of content of
medicine itself becomes the main topics of teaching and learning. However, as medicine as a body
of knowledge grow uncontrolably, to teach its content would simply be impossible.But, what would
make one a good doctor, then?
The teaching in medical school now have shifted from giving the knowledge to giving the skill to gain
knowledge, and, most importantly, how to use it. The concept of empathy, ethics and
professionalism becomes the core of competence in medical education because educators realizes
these concept will be the foundation of excellent practice. Without any of the three knowledge and
skills, simply, one would not be a good doctor. Therefore, Faculty of Medicine Universitas Indonesia
(FMUI) will always put empathy, ethics and professionalism in every teaching and learning process,
from academic phase to clinical phase. To crystalize the understanding of these core competencies,
FMUI develop a series of modules during academic phase that will set the medical students mode of
thinking that will be the base of their practice in the future. Those modules are namely Bioethics;
Humanism, Professionalism, and Cultural Competence; and Empathy, Ethics, and Profesionalism.
These modules are given in various stages during academic phase in the hope that it will bring out
the spirit of medicine. Empathy, ethics and professionalism are designed for students who have
pased modules Bioethics and humanism, semester 3-5 for International Class and semester 3-6 for
National Class. We hope that these modules will be the foundation from which our alumni will work
to the best of their abilities.
Module team.

INTRODUCTION
In the light of new era of competence-based curriculum, empathy, ethics and professionalism
becomes the core competencies, as no proper learning of academic knowledge nor skills in medicine
or any other field can be fully acquired without any of those. One might argue that the brain as
processor of all knowledge in a person have the most important role in learning. But, humans are
not computers. Humans are also equipped with other software that will affect their ability to do
anything, from deciding how many sugar in a cup of tea to an action to save one’s life in a fraction of
seconds. The software, that sometimes have nothing to do with intelligence, might be the difference
between good and evil, better or worse, and life and death of a person.
Empathy, ethics and professionalism module are hoped to train that particular software in medical
student, and eventually embodied in all actions and words from alumni of FMUI. Although the
subject is a hidden curriculum in every learning situation in medical school, this module will try to
summarize the essence of what the students have been experiencing, and hopefully, in a fun way.
The module will be learned in Semester 3, 4, 5 and 6 during academic phase with 1 credit per
semester. The students of every semester will learn in different phase. Students of semester 3 will
learn more regarding awareness of its content while slowly building up the skill by learning from the
lives captured in arts (specifically in films and books). The next semester, the students will also learn
what lives have to teach, but this time specific in medicine. In the last year, it is hope that before the
student will be able to apply what they have learned previously in a health-related project that
aimed for better health care for the community. The scheme can be explained with the following
building blocks:
 A GOOD DOCTOR
 Application of Daily Practice in Clinical Stage

 Recognizing and Distinguishing practice that are in accordance with the concept of
Empathy, Ethics and Professionalism
 Applying theory in team projects
 Recognizing the practice of Empathy and Ethics

 Awareness of Professionalism in Medicine
 Awareness of Empathy and Ethics

 Recognizing professionalism
Figure 1. Skill development in Empathy, Ethics, and Professionalism (Areas in gray is outside of the
module’s scope)
At the end of the module, before entering clinical years, hopefully the students will have the ability
to recognize the good and evil, the blacks, the whites and the grays. In the end, they will be able to

practice the softskill and integrate them into everyday lives, because being a doctor, is not only
behind the practice desk.
The ultimate goals of this module is to guide the student on how to become professional medical
doctors that will lead toward excellent patient care.
STUDENT CHARACTERISTICS
The student had taken bioethics, humanities, professionalism and cultural competence (HPCC), and
Empathy, Ethics, & Professionalism (EEP 1) modules.

LEARNING OBJECTIVES
Upon completion of the module, when given a realistic scenario of certain health or medical
situation, the student would be able to:
 Practicing discipline in daily activities.
 Understanding various challenges in medical practices and working within the community.
 Understanding challenges for medical doctors in upholding law and justice for vulnerable
groups.
 Understainding he implication of socio-cultural and economical differences in the
community in comprehensive patient management and to implement non-judgemental
attitude in daily interaction.
 Proposing certain measure or action that can be done to protect vulnerable group related to
certain simulated cases.
 Pratcising the attitude and habit of helping others in daily activities.
 Developing teamwork ability with other colleagues.

SCOPE OF STUDY
SEMESTER 4
LEARNING OBJECTIVE TOPICS SUBTOPIC METHODS
1. To practice discipline in  Vulnerabl -  Introduction
daily activities. e Groups lecture
2. To discuss challenges  Interactive
for medical doctors in lecture
upholding law and  Paired group
justice for vulnerable project
groups. (interview)
3. To discuss the  Paired group
implication of socio- project
cultural and (discussion
economical differences session)
in the community in  Group project
comprehensive patient (video)
management and to  Group project
implement non- discussion
judgemental attitude in session
daily interaction.
4. To propose certain
measure or action that
can be done to protect
vulnerable group
related to certain
simulated cases.
5. To practice the attitude
and habit of helping
others in daily
activities.
6. To develop teamwork
ability with other
colleagues.

References:
1. Konsil Kedokteran Indonesia. Standar Kompetensi Dokter Indonesia. Jakarta: Konsil

Kedokteran Indonesia [Internet]. 2012 [cited 2014 Feb 11]; Available from:
http://xa.yimg.com/kq/groups/86529852/1258656519/name/2._SKDI___Perkonsil.pdf
2. Husser WC. Medical professionalism in the new millenium: A physician charter. Journal of
the American College of Surgeons. 2003;196(1):115–8.
3. Chandratilake M, McAleer S, Gibson J, Roff S. Medical professionalism: what does the public
think? Clinical Medicine. 2010 Aug 1;10(4):364–9.
4. Wynia MK, Papadakis MA, Sullivan WM, Hafferty FW. More Than a List of Values and Desired
Behaviors: A Foundational Understanding of Medical Professionalism. Academic Medicine. 2014
Mar;1.
5. MacKenzie CR. Professionalism and Medicine. HSS Journal. 2007 Oct 1;3(2):222–7.
6. Leach DC. Transcendent Professionalism: Keeping Promises and Living the Questions.
Academic Medicine. 2014 Mar;1.
7. Abadel FT, Hattab AS. Patients’ assessment of professionalism and communication skills of
medical graduates. BMC medical education. 2014;14(1):28.
8. Antheunis ML, Tates K, Nieboer TE. Patients’ and health professionals’ use of social media in
health care: Motives, barriers and expectations. Patient Education and Counseling. 2013
Sep;92(3):426–31.
9. 24 Hours In A&E | Season 2 Episode 2 | "Young Ones" - YouTube -

https://m.youtube.com/watch?v=SYfZVJ3Jpvc
10. The desired moral attitude of the physician: empathy. Med Health Care and Philos (2012)
15:103–113. DOI 10.1007/s11019-011-9366-4
11. Jones JW, McCullough LB. Ethics of unprofessional behavior that disrupts. J Vasc Surg
2007;45:433-5.
12. Veatch RM. The source of professional ethics: why professions failed. Lancet.
2009;373(9668):1000-1

LEARNING METHODS
Learning Objectives Methods Facilities &
Equipment
Required
1. To practice discipline in daily activities. Attendance on: LCD, laptop, and
Interactive lecture (3x60’) video
Paired group project discussion
session (3x60’)
Group project discussion
session (3x60’)
2. To discuss challenges for medical doctors Interactive lecture (3x60’) LCD and laptop
in upholding law and justice for
vulnerable groups.
3. To discuss the implication of socio- Paired group project -

cultural and economical differences in the (interview)
community in comprehensive patient
management and to implement non-
judgemental attitude in daily interaction.
4. To propose certain measure or action that Paired group project discussion LCD & laptop
can be done to protect vulnerable group session (3x60’)
related to certain simulated cases.
5. To practice the attitude and habit of Group project discussion LCD & lapotp
helping others in daily activities. session (3x60’)
6. To develop teamwork ability with other Group project (video) -

colleagues.
DESCRIPTION OF LEARNING METHODS
Learning Methods Description

Orientation Learning Process Feedback
Interactive 2% 96% 2% Lecture will be
lecture: ‘To given in a period
Understand of 3x60 minutes in
Vulnerable Group class.
& Its Health
Issues.
Paired group 2% 78% 20% (discussion) Students are
project (interview) asked in pairs to
discussion. interview a
predetermined
vulnerable group.
The interview
must be written
individually in a
form of essay,
along with its’

analysis.
Group project 2% 78% 20% (discussion) Students in goupr
(video) are being asked to
discussion. record a public
service
announcement
video, which
advocate concern
for a certain
vulnerable group.
 Introduction Lecture – Module Team.

o Brief mapping about the learning objective of this semester.
o Students are divided into groups, each group will be randomly assigned for one case
of vulnerable groups.
 Interactive Lecture: Vulnerable Groups —

Student should discuss in group about the following points:
o What are vulnerable groups?
o Why are they vulnerable? What made them vulnerable?
o What are the role of doctors? Can doctors make their lives easier, or just made
things worse for them?
o Where is the line between probing for the purpose of health service or judgmental?
o As an attending doctor in the future, should we state our opinion if we do not agree
to a patient’s values or their certain lifestyles?
 Paired group project (2-3 person of the same group) each group must have minimum
Important point: Empathy toward vulnerable groups.
Methods: Each group will interview a person and/or family/caretaker that belong to each
vulnerable group.
Vulnerable groups (PBL group)
• People living with HIV/AIDS (Reg: GD 1, 9; Int: GD A)
• People with congenital disability (Reg: GD 2, 10, 17)
• People with acquired physical disability (Reg: GD 3, 11; Int: GD B)
• The elderly, including Alzheimer (Reg: GD 4, 12; 18)
• People with mental disorder (Reg: GD 5, 13; Int: GD D)
• Homeless people (Reg: GD 6, 14; Int: GD E)
• Child without parents (Reg: GD 7, 15; Int: GD C )
• People with Morbus Hansen (Reg GD 8, 16; Int: GD F)
• Pointers for interview:
• Does that particular person encounter any problem when accessing any public
facilities (education, welfare, transportation, including health)? How? Please state
several example?
• How does each person overcome such situation?
• Pointers for report (1500 words)—individual project.
• Background for vulnerable group. Why such condition becomes vulnerable? What
makes them vulnerable?

• How do you empathize to the particular situation? The problem that each person
must face?
• What effort has been done, by the government or any other community groups for
that matter?
• How would you solve the situation?
 Group Project: student should create a 3 minute (maximum) film to promote protection for
vulnerable groups (iklan layanan masyarakat).
o Each group will have a predetermined topic/ case of vulnerable group.
o The video should advocate for what others can do to help or empathize towards
vulnerable groups. It will be played in a discussion session with resource persons.
o The group will present their project by presenting the idea of the project, the reason
why the group have chosen their method of presentation, and then playing the film
for everyone to see.
o Groups with similar topic will present their project together but work separately.
o After the film is played, the opposing group will state their opinion regarding the film
being played. Then the presenting group will confirm whether the perception or
interpretation of that group is in accordance with the purpose of the film according
to the presenting group. Other groups are welcome to discuss their opinion.
o Discussion will take place immediately after certain group present their project.

MATRIX OF ACTIVITIES:
DAY/DATE TIME ACTIVITY TOPIC FACILITIES/

EQUIPMENT REQUIRED
Monday, 08:00- Introduction Introduction to EEP Classroom, LCD, speaker,

January 29, 08:30 AM lecture 2 module. screen.
2018
Wednesday, 01:00- Interactive To Understand Classroom, LCD, speaker,

February 21, 04:00 PM lecture Vulnerable Group & screen.
2018 Its Health Issues.
Saturday, 08:00 AM Self learning Interviewing an Letter from FMUI &

March 3, – 06:00 assigned vulnerable student’s own facility.
2018 PM person.
Saturday, 08:00 AM Self learning Report writing on Student’s own facility

March 10, – 06:00 interview
2018 PM assignment
Wednesday, 04:00 PM Paired group - SceLe

March 21, project
2018 deadline,
submitted
through SceLe
Wednesday, 01:00- Paired group Discussion on Classroom, LCD, speaker,

March 28, 04:00 PM project interview with screen.
2018 discussion vulnerable group.
session.
Saturday, 08:00 AM Self learning Making the group Student’s own facility
April 28, – 06:00 project
2018 PM
Friday, May 04:00 PM Deadline for - SceLe

4, 2018 group project,
submitted in
CD/DVD/USB
through EEP
secretariat,,
Tri Yuliana
Wednesday, 01:00- Group project Advocacy of Classroom, LCD, speaker,

May 9 2018 04:00 PM (video) vulnerable group screen.
discussion through public
session service
announcement/
media.
Friday, June 04:00 PM Deadline for - SIAK-NG

8, 2018 grade
submission in

SIAK-NG
SCS CALCULATION
This module is consist of 3 hours of interactive lecture, 6 hours of interactive discussion, & 30 hours
of self learning.
No Activity Number of hours (h) SCS
1 Lecture 3 h/160 0,375
2 PBL 0 h/32 0
3 PBL plenary 0 h/16 0
4 TBL 0 h/16 0
5 Lab practice 0 h/32 0
6 Interactive discussion 6 h/32 0,187
7 Self learning 30 h/64 0,468
8 SceLE discussion 0 h/32 0
Total number of SCS 1,030
2. HUMAN RESOURCES
2.1. Module team:

POSITION Name (ex officio) Contact
Board of Dean of FMUI
Trustees Medical Education Units
Board of Professor
Head of Module Dr. A. A. A. Kusumawardhani, SpKJ(K) 0818668532
team agung_kusumawardhani@yahoo.com
Vice Dr. Arietta Pusponegoro, SpOG(K) 08111837339

ariettapusponegoro@yahoo.com
Secretary Dr. Mohammad Ardhian Syaifuddin, 081117131
Sp.F ardhi.forensik@gmail.com
Secretariate Tri Yuliana 085782360813

uli.triyuliana@gmail.com

2.2. Daily Person in Charge
Date Name Contact number
January 29, 2018 Dr. M. Ardhian Syaifuddin Forensic Medicine/

Sp.F. 0811171314
February 21, 2018 Dr. M. Ardhian Syaifuddin Forensic Medicine/

Sp.F. 0811171314
March 28, 2018 Dr. M. Ardhian Syaifuddin Forensic Medicine/

Sp.F. 0811171314
May 9, 2018 Dr. M. Ardhian Syaifuddin Forensic Medicine/

Sp.F. 0811171314
2.3. Resource person, lecturer, & moderator.
Activity Role Resource Person

Introduction lecture Lecturer Module team
Interactive lecture Lecturer Prof. Dr. Zubairi Djoerban, SpPD KHOM
Paired group project discussion Resource person PBL A:
Prof. Dr. Sjamsuridjal Djauzi, SpPD-KI
Prof. Dr. Zubairi Djoerban, SpPD-KHOM
Dr. Dharma, SpS
PBL B:
Dr. Tirza Tamim, SpKFR
Dr. Sukamto Koesnoe, SpPD-KAI
Dr. Khamelia, SpKJ
PBL C:
Dr. Hervita Diatri, SpKJ
Dr. Profitasari, SpKJ
PBL D:
DR. Dr. Ade Firmansyah, SpF
DR. Dr. Inge Permadi, SpGK
PBL E:
Dr. Rini Sekartini, SpA(K)
Dr. Tjhin Wiguna, SpKJ(K)
PBL F:
DR. Dr. Sri Linuwih, SpKK(K)
Dr. Imam Subekti, SpPD-KEMD
Group project discussion Resource person Dr. Dharma, SpS
Dr. Oktavinda Safitry, SpF., M.Pd.Ked
Dr. Retno Asti Werdhani, M.Epid
3. EQUIPMENT & FACILITIES
Classroom, LCD projection, CD/DVD player, microphone, speaker, & screen.

BUDGET FOR EEP 2 MODULE INTERNATIONAL CLASS
N Type of Expenses Volume Price Total Budget

o /Unit (Rp)
(Rp)
I. Buku Pedoman
125,000
1 Rancangan Pengajaran bua
(BRP) 5 h 20,00 100,000
0
2 Pedoman Staf Pengajar bu
(BPSP) - ah 20,00 -
0
3 Pedoman Kerja bu
Mahasiswa (BPKM) - ah 20,00 -
0
4 Penuntun Praktikum bu
(BPP) - ah 20,00 -
0
5 Biaya ISBN bo
1 ok 25,00 25,000
0

II. Biaya Naskah Ujian
-
1 Penggandaan naskah 0 ujia x 6 mh x 0 lb
ujian Sumatif n 0 s r 150 -
2 Penggandaan Ujian 0 ujia x 6 mh x 2 lb
Remedial n 0 s 0 r 150 -
3 Lembar Jawaban ujian 0 ujia x 6 mh x 5 lb
esai n 0 s r 150 -

III Biaya Administrasi
. 1,575,000
1 Alat tulis kantor (ATK) mg
7 g 75,00 525,000
0
2 Fotokopi administrasi mg
7 g 50,00 350,000
0
3 Komunikasi/ Voucher mg
7 g 50,00 350,000
0
4 Transport Lokal mg
7 g 50,00 350,000
0

I Biaya Konsumsi
V 600,000
.
Konsumsi Rapat (dan 1 SKS 600,0
Ujian Modul) 00 600,000

V Biaya Honor Dosen
. 10,305,263

A Kuliah dan Diskusi
1 Narasumber 1 org x 3 jam 200,0 600,000
Kuliah/Narasumber TBL 00
KKI
2 Fasilitator PBL/Tutor 0 org x 5 pe x 5 ja
KKD mic m 150,0 -
u 00
3 Tutor CL/QBD 0 org x top x ja
ik m 175,0 -
00
4 PJ CL/QBD 0 org x top
ik 200,0 -
00
5 Narasumber Pleno KKI 1 org x 1 sesi x 2 ja x 1 ke 150,0 5.100,000
7 m la 00
s
6 Moderator Pleno KKI 5 org x 2 sesi x 2 ja x 1 ke 200,0 4.000,000
m la 00
s
7 Penanggung Jawab 1 org x 4 hari 100,0 400,000
Harian KKI 00
B Praktikum
8 PJ Praktikum Dept 0 org x 1 pra x 1 k
0 kt el 100,0 -
. 00
9 Tutor Praktikum 0 org x 1 pra x 1 k x 2 ja
0 kt el m 150,0 -
. 00
C Ujian Tulis
10 Pengawas ujian tulis org x 2 kali
sumatif 100,0 -
00
11 Pengawas ujian tulis org x 1 kali
remedial 100,0 -
00
D Ujian Praktikum
12 PJ Ujian Praktikum ora x 1 sesi
Gabungan ng 100,0 -
00
13 PJ Ujian Praktikum pra x 1 sesi x 1 o
Dept kt r 100,0 -
g 00
14 Pengawas Ujian pra x 1 sesi x 2 o
Praktikum Gabungan kt r 100,0 -
g 00
D Pajak (Pph 21)
205,263

V Biaya Honor
I. Laboran -
1 Laboran Praktikum org x 8 pra x 1 k x 2 ja
kt el m 25,00 -
. 0
2 Laboran Ujian pra x 1 sesi x 2 o
Praktikum Dept kt r 25,00 -
g 0


V Tim Pengelola
II. Modul 8,368,421
1 Ketua, Wakil, Sekretaris 5 org x 7 mg 5,250,000

Modul g 150,0
00
2 Tim Penyusun Pemicu/ 0 pe
PJ Keterampilan KKD mic 750,0 -
u 00
3 Pemeriksa ujian esai 6 mh x 2 kali
0 s 10,00 1,200,000
0
4 PJ Ujian Sumatif 0 org x 4 kali
750,0 -
00
5 Pengkaji soal/ item 0 kali
reviewer 750,0
00
6 PJ Praktikum Integrasi 0 org
750,0 -
00
7 Penerjemah BRP + BPP hal
2 75,00 1,500,000
0 0
8 Penerjemah soal ujian 0 hal
75,00 -
0
9 Pajak (Pph 21)
418,421

V Sekretariat Modul
III 552,632
.
1 Sekretariat 1 org x 7 mg
g 75,00 525,000
0
PPh 21
27,632

Narasumber e- 2 org 500,0 1,000,000
Learning 00
(sederhana)
PJ e-Learning 2 org 500,0 1,000,000
00
TOTAL ANGGARAN 23,526,316
EVALUATION
1. CRITERIA FOR PASSING THE EEP 2 MODULE:
The student will be able to pass the module IF:

1. Attending all session in EEP module, which includes lectures, discussion and plenary, with
exception:
a. Death of immediate family member (nuclear family: father, mother, brother, sister or
son/daughter)
b. Illness that causes the student unable to attend class(es), accompanied with written
letter from the attending physician.
c. Representing the faculty/university in an event, with letter of approval from the head
of study program, OR manager of education, OR the dean.
If the student cannot attend class(es) due to one or more of the above reason, he/she must
analyze how he/she is going to compensate for every class he/she have missed. Please refer
to ALUR PENGAJUAN IZIN MENINGGALKAN KEGIATAN AKADEMIK MAHASISWA FAKULTAS
KEDOKTERAN UNIVERSITAS INDONESIA (Pathway for Proposal for Academic Leave for
Students of Faculty of Medicine Universitas Indonesia).
2. Submitting all assignment on time (before the deadline) through SceLE. All assignment sent
through personal e-mail will not be accepted, hence will resulted in 0.
3. Conducting academic integrity and honesty (no plagiarism, signing your own attendance
sheet)
4. All assignment grade are above 55.
Failure to fulfill any of the points above will result in automatic F and the student must retake the
module in the following year.
2. GRADING COMPONENTS:
The student’s grading components consists of:
 Attendance in all activities, including paired group project discussion & group project
discussion sessions (10%)
 Paired group (interview) project essay (40%)
 Group project (video) (50%)
3. MODULE EVALUATION
Students attendance: 90% of students attending all sessions.
All lecturers and resource persons attend all sessions on schedule.

APPENDIX – 1
Interview Assignment Discussion Guide:
Time Activity
Pre- All students had prepared their own powerpoint (ppt) on their visit and interview with
discussion an assigned vulnerable group, including literary resources.
12:30 – Students entering their discussion room: (to be determined).

01:00 PM Pembagian kelompok:
Room 1: HIV/ AIDS group: 1, 9 (regular class), & A (international class)
Room 2: Congenital disability group: 2, 10, & 17 (regular class)
Room 3: Non-congenital/ acquired disability group: 3, 11 (regular class), & B
(international class)
Room 4: Elderly group: 4, 12, & 18 (regular class)
Room 5: Mental disorder group: 5, 13 (regular class), & C (international class)
Ruang 6: Homeless group: 6, 14 (regular class), & D (international class)
Ruang 7: Children without parents group: 7, 15 (regular class), & E (international class)
Ruang 8: Morbus Hansen group: 8, 16 (regular class), & F (international class)
01:00 – Resource persons opening the discussion session, including forewords.
01:15 PM
01:15 – Resource persons assign several students (number unlimited, adjusting with time
03:15 PM availability) to present their visit & interview, each presentation will be followed by a
Q&A session, & comments/ feedback session from resource persons.
03:15 – Comments & feedback on the overall discussion session, will be ended with a brief
04:00 PM afterword.
APPENDIX – 2
Video Assignment Discussion Guide:
Pukul Kegiatan
Pre- All student groups (PBL groups) had prepared their videos, collected together in a
discussion folder in a laptop to avoid any technical difficulties.
12:30 – Students entering discussion room (to be determined)

01:00 PM Discussion groups, to ensure all vulnerable groups represented:
Room 1: Group PBL 1-8, regular class
Room 2: Group PBL 9-16, regular class
Room 3: Group PBL 17-18 regular calss & A-F international class
01:00 – Moderator is opening discussion session with a brief foreword.
01:15 WIB
01:15 – Each PBL group will be given a chance to present their video, followed with a Q&A
03:15 WIB session.

03:15 – Each resource person giving feedbacks to each PBL group, followed by another Q&A
04:00 PM session if necessary, & closing by moderator.
APPENDIX – 3
Evaluation for Group Project
No. Description Weight Score Total

Context appropriateness—Consideration of
1 0.2
culture, social norms and values
Content being delivered are specific for the
2 0.2
target audience
3 Clarity of the message 0.2
Theoretical framework—incorporating
4 0.2
theories into the project
5 Teamwork—involvement of everyone 0.1
6 Creativity—originality of ideas 0.1
TOTAL

APPENDIX - 4
Evaluation for Individual Essay on Paired Group Project
No. Description Weight Score Total

Description and background of the
1 0.25
vulnerable group
Identification & analysis of the vulnerable
2 0.25
group's life and problems they faced
The use of theory to explain the vulnerable
3 0.25
group & their problems
Inspiration and reflection from the story
4 (including solution of their problem or idea 0.25
to make their life easier, etc)
TOTAL

APPENDIX - 5
FACULTY CURRICULUM 2012 LEARNING RESULT EVALUATION
MODULE TEST PROCEDURE
Module assessment is performed from 2 aspects :
1. Cognitive and practice with rating 60%
2. Process behaviour and attitude with rating 40%
Follow up in module
If not pass the module, remedial will be arranged at the end of semester. Post remedial score
maximal C, and this score / grade willbe brought to judiciummeeting. During the judicium meeting
there is no modification of score /grade and there is not any remedial post judicium.
JUDICIUM FOLLOW UP even semesters
1. Pass
2. Module repeat
3. DO
PREDICATES
BACHELOR OF MEDICAL
GPA YEAR JUDICIUM
SCIENCE JUDICIUM
2.00 – 2.75 satisfactory satisfactory
2.76 – 3.50 excellent excellent
3.51 – 4.00 distinction cum laude
GPA PROFESION JUDICIUM

2.50 – 3.00 satisfactory
3.01 – 3.50 excellent
3.51 – 4.00 cum laude

Explanation:
1. Pass module : end score ≥ 55 (C) for eachmodule

2. Repeat module : if module score less than C
a. Student will be brought to MEU Evaluation Committe afterdetermined as fail in
module
b. Module where student is failed has to be repeated at first opprtunity in accordance
with KURFAK 2005 schedule
c. Student can continue to the next semster modules
d. Schedule for repetition in 1 academic year willbe arranged by Year Coordinator
e. If score after repeat module <55 (C), student will be sent to MEU Evaluation
Committee for further evaluation
3. DO-drop out, termination of study (according to academic regulation UI SK no
478/SK/R/UI/2004)
a. if during the first 2 (two) semesters evaluation, student does not gain minimal GPA
2,0 (two point null) from minimum 24 best Credit semester.
b. If during the first 4 (four) semesters evaluation, student does not gain minimal GPA
2,0 (two point null) from minimum 48best Credit semester.
c. If during the first 8 (eight) semesters evaluation, student does not gain minimal GPA
2,0 (two point null) from minimum 96best Credit semester.
d. if at the end of study period could not get minimal index prestation from prerequisite
study load with minimal grade C
e. if study period could not be accomplished within period ”1 ½ n”.
MODULE SCORE DETERMINATION GUIDELINES
INTEGRATED MEDICAL SCIENCES SUB PROGRAM
2012 FACULTY CURRICULUM FACULTY OF MEDICINE UNIVERSITAS INDONESIA
1. Summative evaluation is performed at the end of each module with rating as the
following:
a. 60% knowledge-based assessment, which can be obtain via(can be chosen and self
determined for the rating)
I. MCQ test
II. MEQ test
III. Essay test
IV. SPS test
V. Practice test
b. 40% process assessment which can be obtain from (can be chosen and self determined
for the rating)
I. observation during group discussion(MEU format)
II. student note book (MEU format)
III. peer assessment

2. Formative evaluation is conducted 2 times per module at week 2 and week 4. The assessment the
will cover the same scope with summative evaluation (point 1a and 1b)
3. Progress tests will be carried out twice a year. They will be formative in semesters 3 and 4. At the
end of semester 6, there will be a summative comprehensive examination before the student
continues to semester 7. The progress test will be prepared by the Coordinator of Undergraduate
Medical Education of Curriculum 2012.
Grading System
Grade Weighting Score Range
A 4.0 85 – 100
A- 3.7 80 – 84
B+ 3.3 75 – 79
B 3.0 70 – 74
B- 2.7 65 – 69
C+ 2.3 60 – 64
C 2.0 55 – 59
D 1.0 40 – 45
E 0 < 40

FLOWCHART OF EVALUATION OF STUDY RESULT FACULTY CURRICULUM 2012

NILAI MODUL
NILAI AKHIR/FINAL
PASCA REMEDIAL PADA AKHIR MODUL
Y
50% 50% PROSES
KOGNITIF SIKAP & ATTITUDE LUL
U (NILAI M
60
NILAI MODUL
NILAI AKHIR/FINAL
D
50% 50% PROSES PASCA REMEDIAL PADA AKHIR MODUL
KOGNITIF SIKAP & ATTITUDE
I
NILAI MODUL S
NILAI AKHIR/FINAL
50% 50% PROSES PASCA REMEDIAL PADA AKHIR MODUL
KOGNITIF SIKAP & ATTITUDE I
U TIDAK LULUS
NILAI MODUL
NILAI AKHIR/FINAL
50%
KOGNITIF
50% PROSES
SIKAP & ATTITUDE
PASCA REMEDIAL PADA AKHIR MODUL
M
MODUL DST
PUTUS STUDI
(DO)
SK REKTOR
478/SK/R/UI/2004


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Instructional Design Book

EMPATHY, ETHICS AND

MEDICAL EDUCATION UNIT

Hak cipta dipegang oleh Fakultas Kedokteran Universitas Indonesia

Instructional Design Book, EPP Module 4th Semester, 2

DESCRIPTION OF LEARNING METHODS.........................................................................................10

EQUIPMENT & FACILITES..............................................................................................................15

Instructional Design Book, EPP Module 4th Semester, 3

Instructional Design Book, EPP Module 4th Semester, 4

 Application of Daily Practice in Clinical Stage

 Applying theory in team projects

 Recognizing the practice of Empathy and Ethics

 Awareness of Empathy and Ethics

Instructional Design Book, EPP Module 4th Semester, 5

Instructional Design Book, EPP Module 4th Semester, 6

Instructional Design Book, EPP Module 4th Semester, 7

Instructional Design Book, EPP Module 4th Semester, 8

1. Konsil Kedokteran Indonesia. Standar Kompetensi Dokter Indonesia. Jakarta: Konsil

9. 24 Hours In A&E | Season 2 Episode 2 | "Young Ones" - YouTube -

Instructional Design Book, EPP Module 4th Semester, 9

3. To discuss the implication of socio- Paired group project -

6. To develop teamwork ability with other Group project (video) -

DESCRIPTION OF LEARNING METHODS

Learning Methods Description

Instructional Design Book, EPP Module 4th Semester, 10

 Introduction Lecture – Module Team.

 Interactive Lecture: Vulnerable Groups —

Instructional Design Book, EPP Module 4th Semester, 11

Instructional Design Book, EPP Module 4th Semester, 12

DAY/DATE TIME ACTIVITY TOPIC FACILITIES/

Monday, 08:00- Introduction Introduction to EEP Classroom, LCD, speaker,

Wednesday, 01:00- Interactive To Understand Classroom, LCD, speaker,

Saturday, 08:00 AM Self learning Interviewing an Letter from FMUI &

Saturday, 08:00 AM Self learning Report writing on Student’s own facility

Wednesday, 04:00 PM Paired group - SceLe

Wednesday, 01:00- Paired group Discussion on Classroom, LCD, speaker,

Friday, May 04:00 PM Deadline for - SceLe

Wednesday, 01:00- Group project Advocacy of Classroom, LCD, speaker,

Friday, June 04:00 PM Deadline for - SIAK-NG

Instructional Design Book, EPP Module 4th Semester, 13

No Activity Number of hours (h) SCS

1 Lecture 3 h/160 0,375

3 PBL plenary 0 h/16 0

5 Lab practice 0 h/32 0

6 Interactive discussion 6 h/32 0,187

7 Self learning 30 h/64 0,468

8 SceLE discussion 0 h/32 0

Total number of SCS 1,030

2.1. Module team:

Vice Dr. Arietta Pusponegoro, SpOG(K) 08111837339

Secretariate Tri Yuliana 085782360813

Instructional Design Book, EPP Module 4th Semester, 14

Date Name Contact number

January 29, 2018 Dr. M. Ardhian Syaifuddin Forensic Medicine/

February 21, 2018 Dr. M. Ardhian Syaifuddin Forensic Medicine/

March 28, 2018 Dr. M. Ardhian Syaifuddin Forensic Medicine/

May 9, 2018 Dr. M. Ardhian Syaifuddin Forensic Medicine/

2.3. Resource person, lecturer, & moderator.

Activity Role Resource Person

3. EQUIPMENT & FACILITIES

Classroom, LCD projection, CD/DVD player, microphone, speaker, & screen.

Instructional Design Book, EPP Module 4th Semester, 15